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Teachers' views of methods for teaching reading and writing skills in Chinese and English /Wong, So-shan. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-71).
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The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension of scientific discourse /Chung, Kin-tim. January 1999 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 82-86).
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Pullout and inclusion programs for ESL students a study of reading achievement /Yin, Lishu, January 2007 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.
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Bilingual texts a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehension and on English vocabulary acquisition /Lee, Kwong-hung. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 103-109). Also available in print.
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The influence of subject-matter knowledge, English proficiency and audio-visual induced schemata on L2 reading comprehension of scientific discourseChung, Kin-tim. January 1999 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 82-86). Also available in print.
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Teachers' views of methods for teaching reading and writing skills in Chinese and EnglishWong, So-shan. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-71). Also available in print.
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An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension /Cena, Johanna E., January 2009 (has links)
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-110). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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How does extraneous textbook material influence the reading comprehension of normal and impaired college students? /Culbreth, Phyllis Devan. January 2005 (has links) (PDF)
Thesis (M.A.)--University of North Carolina at Wilmington, 2005. / Includes bibliographical references (leaves: [147]-159)
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Using the meaning equivalence methodology to assess deep comprehension of English spatial prepositions in normally acheiving, reading disabled, and English as a second language college students /Shalit, Rachel E., Unknown Date (has links)
Thesis (ED. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2054. Includes bibliographical references (leaves 206-222).
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Reading fluency and adolescent students' reading processes during writing /Beers, Scott F. January 2004 (has links)
Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 66-71).
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